Teacher’s Name: Mr. Phillips (Cole Phillips) Lesson #: 6Facet: Literary Knowledge Grade Level: 11-12 Numbers of Days: 3 Topic: Poetry
PART I:
Objectives Student will understand that There is an enormous history of poetry which must be considered before crafting poetry in a truly effective manner. Student will know Poets from the Romantic era, Victorian era, and the twentieth century. Student will be able to Craft poetry based on newfound knowledge of poetry through the ages. Product: Class eBook of poetry Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment CCSS, Reading 1.4, 6-12: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
Rationale: Students will closely analyze poems from distinct parts of history and for all manners of poetic reputability and learn to craft their own poetry based on these learned principles.
Assessments
Pre-Assessment: (Lesson 1 only) Students will be assessed, in-class, by briefly discussing their favorite poets, if any are known, from each of the areas of history that will be analyzed. Formative (Assessment for Learning) Section I – checking for understanding during instruction Students will be asked, after every major explanation/piece of the lesson whether or not they fully understand the concepts. Additionally, at the end of each lesson, they will anonymously submit a quick write explaining what they learned and what they understood least before leaving class.
Section II – timely feedback for products (self, peer, teacher) Teachers will assess and students will self-assess using the same rubric, so as to level the playing field and degree of fairness in grading. Peer assessment will not be used for this assignment.
Summative (Assessment of Learning): A poem created by the students and employing knowledge gained from poems and poets studied. All of the students’ poems will be published to a digital eBook, available for download in the iBook Store.
Integration Technology: eBook
Content Areas: English, History
Groupings Section I - Graphic Organizer & Cooperative Learning used during instruction Students will use an inverted triangle graphic organizer to come to a focal theme for their poem based on the large array of themes they will have been presented with through the poems read in class. Students will work together, cooperatively, to compare intended themes.
Section II – Groups and Roles for Product Students will engage in large group discussions to come to conclusions regarding themes and content in the texts being analyzed.
Differentiated Instruction
MI Strategies
Logical: Students will use graphic organizers to break down themes in the story. Verbal: Students will be consistently writing and reading. Intrapersonal: Students will work individually on their own poems. Interpersonal: Students will work in large groups to read and discuss the texts presented in class. Naturalist: Themes of nature are heavily prominent in Romantic period works.
Modifications/Accommodations From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
Plan for accommodating absent students: Students will have been assigned an 'absence buddy' ahead of time, so that in the event of an absence they have a partner who can fill them in and offer them any and all materials that were missed out on. All assignments are expected to be, either, on time or turned in at another time after having worked out a plan with the instructor.
Extensions
Type II technology: eBook
Gifted Students: All students will have access to more texts than those discussed in class and may analyze them for extra credit, allowing students identified as “gifted” the opportunity to go above and beyond, but while simultaneously not singling anyone out.
Materials, Resources and Technology Poem handouts (textbooks if available) Laptops Pens, Pencils Paper
Source for Lesson Plan and Research List all URL and describe.
PART II:
Teaching and Learning Sequence (Describe the teaching and learning process using all of the information from part I of the lesson plan) Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages)
Agenda: Day One: Pre-Assessment (5 Minutes): Students will be assessed, in-class, by briefly discussing their favorite poets, if any are known, from each of the areas of history that will be analyzed. Hook (3 Minutes): A theme in one of Wordsworth’s works will be compared to a modern day poem’s theme to compare similarity and assess relevance of classic works. Lesson Part One (25 Minutes): Wordsworth’s “Lines Written a Few Miles Above Tintern Abbey” will be read aloud and discussed. Lesson Part Two (25 Minutes): Keats’ “Ode to a Nightingale” will be read aloud and discussed Lesson Part Three (20 Minutes): Blake’s “And Did Those Feet” will be read and discussed. Assignment (Five Minutes): Students will be asked to begin developing ideas for their own poems.
Day Two: Hook (3 Minutes): A piece of my own poetry will be read to the class for understanding of real-world application. Lesson Part One (20 Minutes): Wilde’s “With a Copy of ‘A House of Pomegrantes’” will be read aloud and discussed. Lesson Part Two (20 Minutes): Charlotte Bronte’s “Regret” will be read aloud and discussed. Lesson Part Three (15 Minutes): Allen Ginsberg’s “Capitol Air” will be read and discussed. Lesson Part Four (20 Minutes): Students will create their graphic organizers and compare thematic intentions in small groups. When finished they will begin working on their poems. Assignment (5 Minutes): They are to finish the poem for the next class and have them emailed to me.
Day Three: Hook (3 Minutes): The class will be shown an eBook with all of the poems that had been emailed to me compiled into a book of poetry. Lesson Part One: Presentations. Each student will read and briefly explain his or her poem to the class.
Content Notes Students will know…..
Students will come to a comprehensive understanding of poetry through the ages and how it has remained static and become dynamic in different ways. All of the handouts for the poems will be provided, and discussions should be largely guided by the students themselves. Students will need their laptops and the graphic organizers also provided. All links necessary (to the eBook or otherwise) will be provided.
Handouts William Wordsworth’s “Lines Written a Few Miles Above Tintern Abbey.” John Keats’ “Ode to a Nightingale.” William Blake’s “And Did Those Feet.” Oscar Wilde’s “With a Copy of ‘A House of Pomegrantes’.” Charlotte Bronte’s “Regret.” Allen Ginsberg’s “Capitol Air.” Graphic organizers.
Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale
Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Learning Styles
Clipboard: The agenda will be clarified for all students so that they can best keep on task and have knowledge of all involved aspects of the assignment.
Microscope: Analysis of the poetry being discussed will be a key part of the assignments.
Puppy: Group discussion will be a large part of the lesson.
Beach Ball: Students will be creating their own, unique poems by the lesson’s end.
Rationale: Creative but mapped out carefully and apparently to the students, the assignment is analytical and touches on group and individual works, effectively catering to all learning styles.
Standard 6 -Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.
Formative: Section I – checking for understanding during instruction Students will be asked, after every major explanation/piece of the lesson whether or not they fully understand the concepts. Additionally, at the end of each lesson, they will anonymously submit a quick write explaining what they learned and what they understood least before leaving class.
Section II – timely feedback for products (self, peer, teacher) Teachers will assess and students will self-assess using the same rubric, so as to level the playing field and degree of fairness in grading. Peer assessment will not be used for this assignment.
Summative: A poem created by the students and employing knowledge gained from poems and poets studied. All of the students’ poems will be published to a digital eBook, available for download in the iBook Store.
Rationale: The students will use learned principles of poetic mechanisms and theme to create a digital representation of their newfound knowledge through works of their own.
Standard 7 - Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum,cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Content Knowledge: Student will understand that There is an enormous history of poetry which must be considered before crafting poetry in a truly effective manner. Student will know Poets from the Romantic era, Victorian era, and the twentieth century. Student will be able to Craft poetry based on newfound knowledge of poetry through the ages.
MLR or CCSS: CCSS, Reading 1.4, 6-12: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
Facet: Literary Knowledge
Rationale: Students will closely analyze pieces of texts spanning a large range of history and use the learned principles of literary knowledge to create their own works, displaying meaning and knowledge.
Standard 8 -Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
MI Strategies: Logical: Students will use graphic organizers to break down themes in the story. Verbal: Students will be consistently writing and reading. Intrapersonal: Students will work individually on their own poems. Interpersonal: Students will work in large groups to read and discuss the texts presented in class. Naturalist: Themes of nature are heavily prominent in Romantic period works.
Type II Technology: eBook Rationale: The MIs are met through analysis of rich content and implementation into a digital environment reminiscent of professionalism. The students will understand poetic history’s application into contemporary work.
NETS STANDARDS FOR TEACHERS 1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
Rationale: C. Students will be constantly reflecting in discussion and using various models of deep thinking to analyze and ultimate create their own works based on such analyses.
2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S. a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
Rationale: C. A truly personalized experience, students will be reflecting their opinions on and of the pieces being discussed consistently, and analyzing meaning to them through not only this discussion, but digital creation.
COLLEGE OF EDUCATION, HEALTH AND REHABILITATION
LESSON PLAN FORMAT
Teacher’s Name: Mr. Phillips (Cole Phillips)
Lesson #: 6 Facet: Literary Knowledge
Grade Level: 11-12 Numbers of Days: 3
Topic: Poetry
PART I:
Objectives
Student will understand that
There is an enormous history of poetry which must be considered before crafting poetry in a truly effective manner.
Student will know
Poets from the Romantic era, Victorian era, and the twentieth century.
Student will be able to
Craft poetry based on newfound knowledge of poetry through the ages.
Product:
Class eBook of poetry
Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment
CCSS, Reading 1.4, 6-12: Interpret words and phrases as they are used
in a text, including determining technical, connotative, and figurative
meanings, and analyze how specific word choices shape meaning or tone.
Rationale:
Students will closely analyze poems from distinct parts of history and for all manners of poetic reputability and learn to craft their own poetry based on these learned principles.
Assessments
Pre-Assessment: (Lesson 1 only)
Students will be assessed, in-class, by briefly discussing their favorite poets, if any are known, from each of the areas of history that will be analyzed.
Formative (Assessment for Learning)
Section I – checking for understanding during instruction
Students will be asked, after every major explanation/piece of the lesson whether or not they fully understand the concepts. Additionally, at the end of each lesson, they will anonymously submit a quick write explaining what they learned and what they understood least before leaving class.
Section II – timely feedback for products (self, peer, teacher)
Teachers will assess and students will self-assess using the same rubric, so as to level the playing field and degree of fairness in grading. Peer assessment will not be used for this assignment.
Summative (Assessment of Learning):
A poem created by the students and employing knowledge gained from poems and poets studied. All of the students’ poems will be published to a digital eBook, available for download in the iBook Store.
Integration
Technology:
eBook
Content Areas:
English, History
Groupings
Section I - Graphic Organizer & Cooperative Learning used during instruction
Students will use an inverted triangle graphic organizer to come to a focal theme for their poem based on the large array of themes they will have been presented with through the poems read in class. Students will work together, cooperatively, to compare intended themes.
Section II – Groups and Roles for Product
Students will engage in large group discussions to come to conclusions regarding themes and content in the texts being analyzed.
Differentiated Instruction
MI Strategies
Logical: Students will use graphic organizers to break down themes in the story.
Verbal: Students will be consistently writing and reading.
Intrapersonal: Students will work individually on their own poems.
Interpersonal: Students will work in large groups to read and discuss the texts presented in class.
Naturalist: Themes of nature are heavily prominent in Romantic period works.
Modifications/Accommodations
From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
Plan for accommodating absent students:
Students will have been assigned an 'absence buddy' ahead of time, so that in the event of an absence they have a partner who can fill them in and offer them any and all materials that were missed out on. All assignments are expected to be, either, on time or turned in at another time after having worked out a plan with the instructor.
Extensions
Type II technology:
eBook
Gifted Students:
All students will have access to more texts than those discussed in class and may analyze them for extra credit, allowing students identified as “gifted” the opportunity to go above and beyond, but while simultaneously not singling anyone out.
Materials, Resources and Technology
Poem handouts (textbooks if available)
Laptops
Pens, Pencils
Paper
Source for Lesson Plan and Research
List all URL and describe.
PART II:
Teaching and Learning Sequence (Describe the teaching and learning process using all of the information from part I of the lesson plan) Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages)
Agenda:
Day One:
Pre-Assessment (5 Minutes): Students will be assessed, in-class, by briefly discussing their favorite poets, if any are known, from each of the areas of history that will be analyzed.
Hook (3 Minutes): A theme in one of Wordsworth’s works will be compared to a modern day poem’s theme to compare similarity and assess relevance of classic works.
Lesson Part One (25 Minutes): Wordsworth’s “Lines Written a Few Miles Above Tintern Abbey” will be read aloud and discussed.
Lesson Part Two (25 Minutes): Keats’ “Ode to a Nightingale” will be read aloud and discussed
Lesson Part Three (20 Minutes): Blake’s “And Did Those Feet” will be read and discussed.
Assignment (Five Minutes): Students will be asked to begin developing ideas for their own poems.
Day Two:
Hook (3 Minutes): A piece of my own poetry will be read to the class for understanding of real-world application.
Lesson Part One (20 Minutes): Wilde’s “With a Copy of ‘A House of Pomegrantes’” will be read aloud and discussed.
Lesson Part Two (20 Minutes): Charlotte Bronte’s “Regret” will be read aloud and discussed.
Lesson Part Three (15 Minutes): Allen Ginsberg’s “Capitol Air” will be read and discussed.
Lesson Part Four (20 Minutes): Students will create their graphic organizers and compare thematic intentions in small groups. When finished they will begin working on their poems.
Assignment (5 Minutes): They are to finish the poem for the next class and have them emailed to me.
Day Three:
Hook (3 Minutes): The class will be shown an eBook with all of the poems that had been emailed to me compiled into a book of poetry.
Lesson Part One: Presentations. Each student will read and briefly explain his or her poem to the class.
Content Notes
Students will know…..
Students will come to a comprehensive understanding of poetry through the ages and how it has remained static and become dynamic in different ways. All of the handouts for the poems will be provided, and discussions should be largely guided by the students themselves. Students will need their laptops and the graphic organizers also provided. All links necessary (to the eBook or otherwise) will be provided.
Handouts
William Wordsworth’s “Lines Written a Few Miles Above Tintern Abbey.”
John Keats’ “Ode to a Nightingale.”
William Blake’s “And Did Those Feet.”
Oscar Wilde’s “With a Copy of ‘A House of Pomegrantes’.”
Charlotte Bronte’s “Regret.”
Allen Ginsberg’s “Capitol Air.”
Graphic organizers.
Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale
Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Learning Styles
Clipboard: The agenda will be clarified for all students so that they can best keep on task and have knowledge of all involved aspects of the assignment.
Microscope: Analysis of the poetry being discussed will be a key part of the assignments.
Puppy: Group discussion will be a large part of the lesson.
Beach Ball: Students will be creating their own, unique poems by the lesson’s end.
Rationale: Creative but mapped out carefully and apparently to the students, the assignment is analytical and touches on group and individual works, effectively catering to all learning styles.
Standard 6 - Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.
Formative:
Section I – checking for understanding during instruction
Students will be asked, after every major explanation/piece of the lesson whether or not they fully understand the concepts. Additionally, at the end of each lesson, they will anonymously submit a quick write explaining what they learned and what they understood least before leaving class.
Section II – timely feedback for products (self, peer, teacher)
Teachers will assess and students will self-assess using the same rubric, so as to level the playing field and degree of fairness in grading. Peer assessment will not be used for this assignment.
Summative:
A poem created by the students and employing knowledge gained from poems and poets studied. All of the students’ poems will be published to a digital eBook, available for download in the iBook Store.
Rationale: The students will use learned principles of poetic mechanisms and theme to create a digital representation of their newfound knowledge through works of their own.
Standard 7 - Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Content Knowledge:
Student will understand that
There is an enormous history of poetry which must be considered before crafting poetry in a truly effective manner.
Student will know
Poets from the Romantic era, Victorian era, and the twentieth century.
Student will be able to
Craft poetry based on newfound knowledge of poetry through the ages.
MLR or CCSS:
CCSS, Reading 1.4, 6-12: Interpret words and phrases as they are used
in a text, including determining technical, connotative, and figurative
meanings, and analyze how specific word choices shape meaning or tone.
Facet: Literary Knowledge
Rationale: Students will closely analyze pieces of texts spanning a large range of history and use the learned principles of literary knowledge to create their own works, displaying meaning and knowledge.
Standard 8 - Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
MI Strategies:
Logical: Students will use graphic organizers to break down themes in the story.
Verbal: Students will be consistently writing and reading.
Intrapersonal: Students will work individually on their own poems.
Interpersonal: Students will work in large groups to read and discuss the texts presented in class.
Naturalist: Themes of nature are heavily prominent in Romantic period works.
Type II Technology:
eBook
Rationale: The MIs are met through analysis of rich content and implementation into a digital environment reminiscent of professionalism. The students will understand poetic history’s application into contemporary work.
NETS STANDARDS FOR TEACHERS
1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
Rationale: C. Students will be constantly reflecting in discussion and using various models of deep thinking to analyze and ultimate create their own works based on such analyses.
2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
Rationale: C. A truly personalized experience, students will be reflecting their opinions on and of the pieces being discussed consistently, and analyzing meaning to them through not only this discussion, but digital creation.